Building a school‐wide model for preventing reading difficulties

Abstract

We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K‐3 and special education teachers) focused on implementing a school‐based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in‐class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.